Extrait
Table of Contents
1. Introduction
2. Theoretical Background
2.1. Classroom Observation
2.2. Input Theories
2.2.1. Input Hypothesis
2.2.2. Interaction Hypothesis
2.2.3. Output Hypothesis
2.3. Input Quality
2.4. Videography
2.5. The Two Teaching Approaches: Synthetic Phonics and Whole Word
2.5.1. Synthetic Phonics in English-Speaking Countries and in the L2-classroom
2.5.2. Whole Word Approach
3. Empirical Study
3.1. Methodology
3.1.1. Research question, hypothesis and expected eutcome
3.1.2. Methodological approach
3.1.3. Subjects
3.1.4. Elicitation Procedure
3.1.4.1. Elicitation Instrument: Teacher Input Observation Scheme (TIOS)
3.1.4.2. Rating participants
3.1.5. Data Analysis
3.1.6. Methodological and Analytical Limitations
3.2. Research Results
3.2.1. Individual and Mean Percentage Scores of R1 and R2
3.2.2. Individual High-InferenceCategoryScores
3.2.3. Comparison of Mean High-Inference Category Scores
3.2.4. Statistical Significance
3.3. Discussion
4. Conclusion
5. References
- Citation du texte
- Anonyme, 2019, Video-based Teacher Input Observation in a German Primary Classroom Setting, Munich, GRIN Verlag, https://www.grin.com/document/512660
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